Quantitative research enjoys heightened esteem among policy-makers, media and the general public. Whereas qualitative research is frequently dismissed as subjective and impressionistic, statistics are often assumed to be objective and factual. We argue that these distinctions are wholly false; quantitative data is no less socially constructed than any other form of research material. The first part of the paper presents a conceptual critique of the field with empirical examples that expose and challenge hidden assumptions that frequently encode racist perspectives beneath the façade of supposed quantitative objectivity. The second part of the paper draws on the tenets of Critical Race Theory (CRT) to set out some principles to guide the future use and analysis of quantitative data. These 'QuantCrit' ideas concern (1) the centrality of racism as a complex and deeply-rooted aspect of society that is not readily amenable to quantification; (2) numbers are not neutral and should be interrogated for their role in promoting deficit analyses that serve White racial interests; (3) categories are neither 'natural' nor given and so the units and forms of analysis must be critically evaluated; (4) voice and insight are vital: data cannot 'speak for itself' and critical analyses should be informed by the experiential knowledge of marginalized groups; (5) statistical analyses have no inherent value but can play a role in struggles for social justice.

This paper identifies variations in the age and gender characteristics of informal carers in the UK. The paper is based on the Individual Sample of Anonymous Records, a 3% random sample of the 2001 UK Census. The sample size was 1 825 595. Of this sample, 10% were reported to be carers. The analysis shows that informal caregiving is systematically linked with both age and gender. Caregiving increased with age until reaching a peak in the 45-59 age group, in which almost 20% were carers. Similarly, the amount of time spent caregiving increased with age, with the highest levels of caregiving commitment in people aged 80-89 years. Regarding gender, 11.3% of women were carers compared to 8.6% of men and overall women committed more time to caregiving than men. However, this pattern was reversed in later life (70+), where there was a higher proportion of carers and greater time commitment to caregiving amongst men. While the predominance of women as informal carers has been well reported, the importance of men as informal carers in old age is much less commented upon. This study thus suggests that informal caregiving is most prevalent in groups of the population that, according to previous research, may experience most strain from doing so: elderly people who may be frail and often are in a spousal relationship with the care-recipient, and middle-aged women with multiple roles. Therefore, it is of great importance that their particular needs and circumstances are fully taken into account both in the development of formal support and when information about available support is targeted.

Purpose: To examine the influence of individual participant, instructor, and group factors on participants’ attendance and adherence to community exercise classes for older adults. Design and Methods: Longitudinal data from 16 instructors, 26 classes, and 193 older participants within those classes (aged 60–100 years) were examined. Data were collected using questionnaires on individual participants’ demographics, attitudes, health perceptions and conditions, and group cohesion. Instructors’ demographics, training, background, experience, attitudes, and personality were collected. Group factors included class type, cost, transport, and whether the class was held in an area of deprivation. Outcomes (attendance/adherence) were collected through attendance records. Results: Multilevel modelling (MLwiN) revealed both instructor and individual participant variables were important in understanding attendance and adherence. Individuals’ housing, education, mental well-being, group cohesion, and attitudes were important predictors of attendance at 3 and 6 months. Instructors’ age, gender, experience, and motivational training were important at 3 months, whereas instructor personality was important at both 3 and 6 months. Having attended longer than 6 months at baseline, participants’ attitudes, weeks offered, instructors’ personality, and experience were associated with adherence at 6 months. Implications: Results suggest that instructors’ characteristics alongside individual participant factors play a role in influencing participants’ attendance to exercise classes. These factors should be considered when setting up new programs.

The research discussed in this paper is part of an ongoing doctoral study funded by Sheffield Hallam University. The authors would like to thank Joe Cassidy at the Department for Education and Skills for assistance in conducting the research.

This article presents analyses of attainment variations for ® ve cohorts of school leavers between 1988 and 1995. Social class, ethnicity and gender variations in educational attainment at 16 are examined using data from over 80,000 young people in England and Wales. This is the only representative data set that allows analyses of educational variations in England and Wales across social class, ethnic and gender groups simultaneously. The preliminary analyses showed an underrepresentation of some ethnic and lower social class groups in the independent education sector. The attainment analyses thereafter are for state school pupils only. Between 1988 and 1995, attainment differences relating to social class, ethnicity and gender are all seen to increase. In terms of the percentages leaving compulsory schooling with ® ve or more high grade passes (grade A*± C at General Certi® cate of Secondary Education), the social class gap of 50 percentage points widened to 56 percentage points, the ethnicity gap from 14 to 20 percentage points and the gender gap from 5 to 10 percentage points. The uneven improvement in educational attainment across ethnic, social class and gender groups is a cause for concern. For certain subgroups there appears to be little or no improvement over the 8 years. These ® ndings relate to a period of considerable political intervention within the British compulsory education system. They suggest that policies focused on raising educational standards may be at variance with the aim of reducing educational inequality.